Part I, therefore, has argued for a vision that texts are situated not only in language, but also in cognitive and cultural contexts. In this way, the Standards outline how texts, not just language, must be used in language learning.

     Units 1, 2, and 3 in Part 1 have offered correlations between readings, tasks assigned to students, their outcomes and assessment, and the Standards. The Units in Part 2 of this Reading Module will move from these correlations to curricular patterns. That is, Part 2 will show how acts of reading can be staged, cognitively and linguistically, so that various outcomes can be achieved and integrated into a curriculum that moves a student toward fulfillment of the Standards as a package of integrated cognitive, cultural, and language skill. The units in Part 2, then, will give an example of how reading of one text (in part or as a whole) can be integrated into the L2 curriculum in Grades 4, 8, and 12 (from prereading to assessment), to stage outcomes fulfilling more than the traditional vision of what "reading" means in a comprehensive, Standards-driven language curriculum.